ILM LEVEL 5 AWARD AND CERTIFICATE IN LEADERSHIP AND MANAGEMENT SKILLS (QCF)

Transcription

1 PAGE 1 ILM LEVEL 5 AWARD AND CERTIFICATE IN LEADERSHIP AND MANAGEMENT SKILLS (QCF) [Award Qualification No. 600/2261/9] [Certificate Qualification No. 600/2268/1] Note: This qualification specification should always be read in conjunction with the Supporting Notes for ILM VRQs document which is downloadable from ILM website or it can be accessed via your Quality Manager/External Verifier or from the ILM Customer Services Team by ing at customer@i-l-m.com

2 PAGE 2 Table of Contents Qualifications Overview 3 Structure of Level 5 Award and Certificate in Leadership 3 Progression Route 3 List of Level 5 Leadership and Management Units 4 Occupational Competency Requirements 5 Assessment Guidance 6 APPENDICES Appendix A Unit Specifications 7 Appendix B Assessments for mandatory units 45 Appendix C Suggested assessments for optional units 53

3 PAGE 3 QUALIFICATIONS OVERVIEW: Award Certificate Credit Value Minimum 10 credits Minimum 21 credits Duration Minimum 30 Glh Minimum 69 Glh To be completed within Three years Three years Induction 1 hour 2 hours Tutorial support At least 3 hours At least 7 hours Structure Two mandatory units No optional units Two mandatory units Optional units with a minimum credit value of 11 of which at least 7 must be at level 5 STRUCTURE OF LEVEL 5 AWARD AND CERTIFICATE IN LEADERSHIP AND MANAGEMENT SKILLS Qualification Credit Value Unit Details M4.01 Understanding the management role Award 10 M5.29 Assessing your own leadership capability and performance M4.01 Understanding the management role M5.29 Assessing your own Certificate 21 leadership capability and performance Optional units with a minimum credit value of 11 of which at least 7 must be at level 5 Credit Value PROGRESSION ROUTES: Successful learners may benefit from career enhancement and/or progress to any of the further qualifications listed, according to their circumstances: Level 5 Diploma in Management or Diploma in Leadership and Management Level 6 Award or Diploma in Management Level 7 Qualifications in Strategic Leadership or Executive Management; or Strategic Leadership and Executive Management

4 PAGE 4 LIST OF LEVEL 5 LEADERSHIP AND MANAGEMENT UNITS M=Mandatory Ref Unit Title Level Indicative GLH Credit Value Award Cert M4.01 Understanding the management role M M M4.02 Managing the analysis of secondary data M5.04 Developing critical thinking M5.05 Leading innovation and change M5.07 Managing individual development M5.08 Managing stress and conflict in the organisation M4.27 Management communication M5.15 Managing projects in the organisation M4.29 Managing a healthy and safe environment M4.30 Managing meetings M5.44 Managing work analysis M5.23 Analysing and interpreting statistics to inform management decisions M6.09 Managing operations research M4.37 Data collection and analysis to justify management decision making M5.27 Making professional presentations M5.46 M5.29 Developing and leading teams to achieve organisational goals and objectives Assessing your own leadership capability and performance M M 4

5 PAGE 5 OCCUPATIONAL COMPETENCY REQUIREMENTS FOR THE LEVEL 5 AWARD AND CERTIFICATE IN LEADERSHIP AND MANAGEMENT SKILLS It is the centres responsibility to ensure that they have competent and suitably qualified staff involved in delivering, quality assuring and/or assessing qualifications. The table below shows the occupational competence requirements of tutors, internal quality assurors and/or assessors. Given that occupational competence requirements will vary greatly between lower and higher level qualifications, this table will highlight if there is an additional requirement of any qualification specific occupational competency. Tutors Occupational Competence Requirements A thorough knowledge and understanding of the qualification(s). Relevant and credible experience in the field of the relevant qualification. A qualification in support of teaching/training Evidence Indicators Have a relevant qualification in the subject area that must be at equal or higher level or have an equivalent qualification. A qualification in support of a management job at the appropriate level/specialism is highly desirable Show evidence of information or documents prepared for learners such as a learner journey plan (SoW), lesson plan, learner guidance notes, tutorial support plan etc. for the ILM qualification. Show evidence of participation in Continuing Professional Development (CPD) in relation to the relevant field and qualification requirements. Be able to evidence a history of progressive/recent industrial/ commercial experience of delivering training appropriate to the level and subject area of these qualifications Ideally hold a valid and recognised teaching/training qualification. Internal Quality Assurors and/or Centre Assessors Occupational Competence Requirements A thorough knowledge and understanding of the relevant qualification(s). Relevant and credible experience in the field of the relevant qualification. A qualification in support of assessment and/or internal quality assurance. Experience and a working knowledge of the operational and assessment processes for the relevant qualification. Evidence Indicators Have a relevant qualification in the subject area that must be at equal or higher level or have an equivalent qualification. Show evidence of carrying out CPD in order to familiarise themselves with current standards for assessment/verification in the subject area of this qualification. Be able to evidence a history of progressive/recent industrial/ commercial experience of assessing and/or quality assurance appropriate to the level and subject area of these qualifications Ideally hold an assessment qualification (e.g. TAQA or equivalent) Demonstrate an understanding of the organisation s management centric policies, procedures and practices. Demonstrate knowledge and understanding of ILM s quality assurance policy, procedures and requirements.

6 PAGE 6 ASSESSMENT GUIDANCE FOR THE LEVEL 5 AWARD AND CERTIFICATE IN LEADERSHIP AND MANAGEMENT SKILLS A brief introduction on ILM s Assessment Strategy can be found in Supporting notes for ILM VRQs. For detailed information, centres are encouraged to refer to the various assessment guides that are available from the ILM Customer Services Team at customer@i-l-m.com or refer to the Centre Manual ( This segment gives you specific guidance around assessments for the Level 5 Award and Certificate in Leadership and Management Skills. Appendix B in this document outlines the assessments and mark sheets for the mandatory units in this qualification and Appendix C outlines suggested assessments for optional units. Centres should use the prescribed assessments. However some flexibility is permitted. In exceptional circumstances and to meet a specific need a centre may deviate from the prescribed assessment subject to prior written approval from ILM. Equal opportunities issues are relevant to all units of study and these aspects should be explicitly addressed in the delivery and assessment of this programme. The table below gives a brief overview of the units and assessment(s): Units Assessment M4.01 Understanding the management role Work-Based Assignment M5.29 Assessing your own leadership capability and performance Work-Based Assignment Learners are likely to come from a variety of backgrounds, in that they will have had different training and work experiences, differing ambitions and opportunities, centres therefore can encourage learners to select topics for assessment in their own organisation and/or area of work, (or within another organisation if they are currently unemployed or self-employed). They should ensure learners are able to present their work as simple and clearly as possible. An approximate word count is given for each assessment. This should only be seen as a guide to help achieve a balanced piece of work. Centres must ensure that learners adequately complete all sections of the assessment. To ensure all learning outcomes are assessed, section passes have been provided in the assessments. To assist this practice, ILM normally applies a pass mark of 50% in each section as reflecting a minimum pass. Centres must note that compensation between learning outcomes is not allowed in any QCF unit.

7 PAGE 7 A P P E N D I X - A UNIT SPECIFICATIONS FOR THE LEVEL 5 AWARD AND CERTIFICATE IN LEADERSHIP AND MANAGEMENT SKILLS

8 PAGE 8 Title: Understanding the management role (M4.01) Level: 4 Credit value: 4 Learning outcomes (the learner will) Assessment criteria (the learner can) 1 Understand the organisation s purpose, stakeholders, structure and functional areas and managerial roles Describe the organisation s purpose and its stakeholders Explain the organisation s structure, functional areas and managerial roles 2 Understand the specific responsibilities of middle managers in enabling an organisation to achieve its goals 2.1 Describe the specific responsibilities of middle managers in enabling the organisation to achieve its goals 3 Understand how communication and interpersonal relationships affect managerial performance in the workplace Explain how interpersonal relationships and communication skills affect managerial performance Identify barriers to communications and effective interpersonal relationships in the organisation and devise strategies to overcome these 4 Evaluate personal development opportunities to improve own managerial Critically assess own knowledge, skills, personal attributes and behaviour, and their effect on own managerial ability Identify areas for personal development to improve own managerial behaviour Plan and set priorities for future development Additional information about the unit Unit purpose and aim(s) To appreciate the nature of the middle manager role and their ability to perform effectively. Unit review date 30/06/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: A3, B1, B6, C4, D2, F8 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Council for Administration (CfA)

9 PAGE 9 Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Availability for use Business Management Institute of Leadership & Management Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 15 Additional Guidance about the Unit Indicative Content: 1 The nature and purpose of organisations, including mission and value statements Stakeholders and their objectives Organisation charts, including hierarchical and matrix structures; indication of the range of operational functions Levels of management and associated roles and responsibilities within organisation 2 Profile and job functions of middle managers Formal and informal organisational relationships The management task, including planning, organising, motivating and controlling Range of management styles Differences between management and leadership 3 Range of human behaviours, including how cultural and individual differences, verbal (esp. questioning and active listening skills) and non-verbal communication interact to affect understanding, and their effect on communication in the workplace Methods/procedures to overcome particular communication challenges (eg those with learning difficulties, hearing impaired, visually impaired, foreign languages, etc) Communications climate and culture Importance of feedback skills to facilitate communication and workplace relationships Networking skills 4 Personal style and approach; image and presentation; non-verbal communication; social skills applicable to workplace Respect for others; balance between trust and control Attitudes to knowledge management and sharing of information Personal management styles and their effects on situations and individuals

10 PAGE 10 Title: Managing the analysis of secondary data (M4.02) Level: 4 Credit value: 4 Learning outcomes (the learner will) Assessment criteria (the learner can) 1 Be able to gather and evaluate complex data from diverse secondary sources Identify a research topic which is relevant to the organisation Collect secondary data from a wide range of academic, official and commercial sources, ensuring that all sources are acknowledged Analyse collected data to judge its relevance and validity, make deductions, and draw conclusions 2 Be able to review the findings from own analysis of data 3 Be able to review research activity and identify areas for future self development Lead a group discussion on the findings from own analysis Evaluate the outcomes from the group discussion of the data analysis Review the effectiveness of the research activity against the objectives set Prepare and justify a self-development plan to improve own performance when managing research activities Additional information about the unit Unit purpose and aim(s) To develop core data analysis skills as needed by practising or potential middle managers. Unit review date 31/01/2015 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Council for Administration (CfA) Business Management

11 PAGE 11 Name of the organisation submitting the unit Availability for use Institute of Leadership & Management Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 15 Additional Guidance about the Unit Indicative Content: 1 Research methods Official (Governmental and supra-governmental) and other (corporate, commercial, trade associations, societies, trades unions, etc) sources of information and information retrieval processes, including library classification systems, indexes, journals, trade magazines and the use of Internet search engines advanced search features (ie Boolean searches) Techniques for identifying relevant content from paper and electronic materials (using contents and index pages, skim-reading, using file/site search facilities) and criteria for judging the validity and appropriateness of information and sources Making structured notes and cross-referencing materials for different purposes (e.g. essays, reports, presentations) Using index cards, Mind Maps TM and similar techniques to record and structure material, and build links between information from different sources Note-taking and recording others contributions in lectures, demonstrations, seminars and tutorials Referencing Development of bibliographies Note: Learners should be encouraged to investigate topics that are of relevance to them and their role so as to add value to their work performance. 2 3 Skills for engaging actively in, and leading, tutorial and seminar discussions Basic principles of group dynamics and skills for working in self-managing groups Skills for making formal presentations and/or demonstrations, alone and with others, to individuals and to groups, including: Relevance of objectives, audience and contexts in relation to presentations Options and constraints applicable to presentation including time, duration, venue, equipment, language, etc) Use of standard computer software, such as Microsoft PowerPoint Non-IT visual aids for presentations (e.g. OHTs, models, handouts, demonstrations, etc) Techniques for effective and flexible delivery Techniques for controlling and responding to questions Evaluation techniques (self and others) and performance improvement Setting and using SMART objectives to manage own work Strategies to establish priorities (e.g. urgent/important grid) and make most effective use of time Action and task planning techniques Use of milestones to monitor progress Importance of monitoring and revising plans in line with progress

12 PAGE 12 Title: Developing Critical Thinking (M5.04) Level: 5 Credit value: 4 Learning outcomes (the learner will) Assessment criteria (the learner can) 1 Be able to critically assess own beliefs, attitudes and value systems Explain the difference between beliefs, attitudes and values Critically assess the impact of beliefs, attitudes and values on own behaviour 2 Be able to critically assess the validity of management theories in relation to own beliefs, attitudes and values Identify management theories relevant to your role Critically assess the impact of own beliefs, attitudes and values on a management theory relevant to your role. Use the critical assessment to evaluate how someone with different beliefs, attitudes and values might interpret the theory differently Additional information about the unit Unit purpose and aim(s) To develop the ability to think and reflect critically as required by a potential or practising middle manager. Unit review date 30/06/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Availability for use Council for Administration (CfA) Business Management Institute of Leadership & Management Restricted to ILM Units available from 01/10/2007

13 PAGE 13 Unit guided learning hours 18 Additional Guidance about the Unit Indicative Content: 1 Basic principles of logic Use of logic to establish causal relationships Skills in presenting rational arguments and debating points of view Value and purpose of reflection in supporting learning Using structured reflection to make sense of experience Value of discussion in resolving problems How emotions, values and beliefs affect rational discourse Techniques for comparing and evaluating alternative propositions critically The development of the scientific method (observation, hypothesis, prediction and testing) and its value in natural and social sciences Inductive and deductive reasoning Techniques for testing theories (experimentation, empirical studies, observation, etc) Best practice in the development and dissemination of theories or practices 2 Theories of management such as Human Relations, Scientific Management, Contingency Theory, Systems Theory, Bureaucratic Management Significance of beliefs, attitudes and value systems in shaping human behaviour Relationship between beliefs, attitudes and value systems and culture and norms (e.g socialisation) Reality and perceptions of reality

14 PAGE 14 Title: Leading innovation and change (M5.05) Level: 5 Credit value: 5 Learning outcomes (the learner will) 1. Understand the need for innovation and change management within an organisation Assessment criteria (the learner can) 1.1 Explain the importance of innovation for own organisation 1.2 Explain the importance of managing change within own organisation 2. Be able to propose innovative solutions to improve organisational performance Assess an opportunity for innovation and improvement in own organisation Justify the improvement identified, in the context of organisational objectives Use a range of techniques to generate innovative options to deliver the improvement identified Evaluate options for generating the proposed improvement to determine feasibility and viability 3. Be able to lead and manage change within an organisation Create a change management plan that is designed to meet stakeholders expectations Implement the change management plan, monitoring progress against agreed targets Additional information about the unit Unit purpose and aim(s) To develop understanding and ability of leading innovation and change as required by a practising or potential middle manager. Unit review date 30/06/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: B1, C2, C4, C5, C6, D2, F3, F8 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Council for Administration (CfA) Business Management

15 PAGE 15 Name of the organisation submitting the unit Availability for use Institute of Leadership & Management Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 24 Additional Guidance about the Unit Indicative Content: Innovation and business performance Financial and social benefits of innovation Radical and incremental innovation Innovation as a form of competitive advantage Need for effective management of change Continuous Improvement Techniques The difference between Kaizen (continuous or incremental change) and breakthrough change (e.g. business process re-engineering) Leadership and change, transactional/transformational leadership and other leadership models relevant to change Concepts of creativity and innovation and the conditions and processes required to encourage them Need for environmental scanning and organisational analyses (PESTLE, core competencies, SWOT, etc) The nature and role of vision in the change process Techniques for critical decision-making Methods of determining feasibility and viability of opportunities and options, and of contingency planning Problem solving and decision-making techniques including the use of quantitative and qualitative information Identification of human and financial factors in the consideration of change Techniques for monitoring and evaluating outcomes of change Methods of assessing the risks and uncertainties associated with proposed changes Stakeholder mapping Ways to identify stakeholders in change, and the benefits and costs to stakeholders, in order to overcome resistance Skills and competencies required to manage innovation and change Principles and practices associated with managing creativity and innovation Direct and indirect effects upon other people, departments and organisations Ways to organise and co-ordinate resources and activities to achieve planned change, including use of Gantt charts and network planning as tools for planning change The role of communication in overcoming barriers and other difficulties

16 PAGE 16 Title: Managing individual development (M5.07) Level: 5 Credit value: 4 Learning outcomes (the learner will) 1 Be able to evaluate individual performance in an organisation Assessment criteria (the learner can) 1.1 Conduct a performance gap analysis with an individual in your area of responsibility, to determine development needs 2 Be able to implement a personal development plan, for an individual in an organisation Critically assess the suitability of a range of development vehicles to meet the needs of an individual within the organisation Devise and justify a personal development plan to meet the needs of an individual within the organisation Explain how the personal development plan will be monitored Additional information about the unit Unit purpose and aim(s) To develop ability to be able to manage individual development as required by a practising or potential middle manager. Unit review date 30/06/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: C5, C6, D1, D3, D6, D7 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Availability for use Council for Administration (CfA) Business Management Institute of Leadership & Management Restricted to ILM Units available from Unit guided learning hours 16

17 PAGE 17 Additional Guidance about the Unit Indicative Content: 1 2 Performance gap analysis Techniques for informal performance assessment and formal appraisal Methods of ensuring fair and objective assessment/appraisal Training needs analysis The role of training Links between quality, appraisal and training Range of training and development techniques activities, their strengths and weaknesses Learning styles and range/sources of learning opportunities Learning styles and techniques for designing appropriate, cost effective training to meet identified needs Reporting and recording performance assessment, including confidentiality Mechanisms to provide appropriate feedback and guidance to the individual Techniques for promoting responsibility for self appraisal and development Career development strategies Mechanisms to prepare development plans, including resource implications and timescales Mentoring and the mentoring cycle, and other support techniques Coaching techniques, including evaluation and feedback Content and format of effective induction to meet organisational and individual needs Methods to monitor, evaluate and record individual development Relevant feedback techniques Methods to evaluate effectiveness of training Appropriate recording systems

18 PAGE 18 Title: Managing stress and conflict in the organisation (M5.08) Level: 5 Credit value: 3 Learning outcomes (the learner will) 1 Understand the effectiveness of own organisation in dealing with workplace stress and conflict Assessment criteria (the learner can) 1.1 Evaluate the effectiveness of the organisation in recognising workplace stress and conflict and providing the necessary support mechanisms 2 Be able to improve the management of workplace stress and conflict in own area of responsibility Plan improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility Implement improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility Critically evaluate own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to be able to manage stress and conflict in own organisation, as required by a practising or potential middle manager. Unit review date 30/06/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: B6, D6 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Council for Administration (CfA) Business Management Institute of Leadership & Management

19 PAGE 19 Availability for use Restricted to ILM Units available from Unit guided learning hours 8 Additional Guidance about the Unit Indicative content: 1 2 Management responsibilities in relation to work-related stress Methods to manage stress at own place of work Workplace risk assessments Sources of support and techniques to counsel staff Audit and review procedures for managing stress Possible indicators of stress in the workplace such as staff turnover Organisational policies and procedures on bullying and harassment Health and safety legislation in the workplace Identifying and dealing with workplace stress and conflict Causes of conflict and interpersonal friction (including bullying and harassment) and ways to resolve them Grievance and discipline procedures, including supporting records Organisational employment policies such as time-keeping, absenteeism, conduct, level of performance, attitude and behaviour, gross misconduct Awareness of legal aspects of disciplinary processes Causes, symptoms and impacts of stress and the implications/effects of stress for individuals and organisations Stress awareness training Causes and effects of stress and implications for workplace and non-work activities and relationships Symptoms of stress in self and recognition of stressful situations Setting objectives and determining priorities to balance personal and organisational needs Sources of support, and when to seek professional advice/counselling Active planning for stress management Stress awareness campaigns Symptoms of stress in self and recognition of stressful situations Setting objectives and determining priorities to balance personal and organisational needs Time management techniques as major factor Benefits of delegating

20 PAGE 20 Title: Management Communication (M4.27) Level: 4 Credit value: 4 Learning outcomes (the learner will) Assessment criteria (the learner can) 1. Understand the importance of effective communication in management Explain the relevance of the communication cycle for effective communication in management Explain, with examples, the importance of selecting an appropriate tone, language, and level of formality in management communications Assess the effectiveness of a range of verbal and written communication methods within your area of the organisation 2. Be able to develop effective communication skills as a reflective manager Develop appropriate criteria to evaluate own ability to communicate effectively Collect and analyse feedback on own verbal and written communication skills Evaluate own communication skills as a manager, identifying strengths and areas for improvement Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to communicate effectively, as required by a practising or potential middle manager. Unit review date 30/06/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: A3, B6, C2, D2, D3, D6 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Council for Administration (CfA) Business Management Institute of Leadership & Management

21 PAGE 21 Availability for use Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 18 Additional Guidance about the Unit Indicative Content: 1 Communication theories, including the communication cycle and overcoming barriers Different types of communication, including verbal, written, visual and electronic and their relative advantages and disadvantages Non-verbal communication, such as body language and facial expression Business language, including tone, style and vocabulary Need for feedback, and implications of not receiving feedback Value of the written word and the importance of objectives and the reader(s) Letters, memos, reports, s or other forms of written communication in use within the organisation Team meetings, one-to-ones and other forms of verbal communication Planning for writing, including use of available information and the needs of the recipient Tone, language, level of formality Image, structure, layout conventions including house styles Inclusion of statistical/visual materials and appendices in reports 2 Criteria for evaluating the effectiveness of communication Collecting and analysing feedback Techniques for evaluating own strengths and areas for improvement Personal development planning

22 PAGE 22 Title: Managing projects in the organisation (M5.15) Level: 5 Credit value: 4 Learning outcomes (the learner will) Assessment criteria (the learner can) 1 Be able to manage a project in an organisation Assess the usefulness of project management tools and techniques for managing a project within own organisation Plan the implementation of a project within own organisation Communicate the project plans with appropriate colleagues and stakeholders, gaining agreement where necessary Implement the project plan, monitoring progress against agreed targets 2 Be able to evaluate own ability to manage a project Use feedback from others to critically evaluate own ability to plan and implement a project, identifying strengths and weaknesses Create a self-development plan to improve own performance in managing projects Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to be able to manage projects as required by a practising or potential middle manager. Unit review date 31/12/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: F1, F2 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Council for Administration (CfA) Business Management Institute of Leadership & Management

23 PAGE 23 Availability for use Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 18 Additional Guidance about the Unit Indicative Content: 1 2 Project sponsors, stakeholders and scope Work breakdown and product breakdown structure Gantt and bar charts, critical path analysis Methods of reducing project times and costs Resource analysis, and re-scheduling Methods to monitor and evaluate project progress and final outcomes, including finance Project communication methods Links to change management Information technology solutions Benefits of project management Key project management terminology Characteristics of project managers Organisational structures to support projects Types of project; the project life cycle, PRINCE2 Feasibility studies; risk management techniques Project team roles; critical relationships Procedures for project closure Using feedback from others to critically evaluate own performance Techniques for collecting and analysing feedback from others, including feedback Personal development planning

24 PAGE 24 Title: Managing a healthy and safe environment (M4.29) Level: 4 Credit value: 2 Learning outcomes (the learner will) Assessment criteria (the learner can) 1 Understand the importance of working in a healthy and safe environment Review current UK law and legislation on health and safety Evaluate the benefits of having a health and safety policy in the workplace Critically review own organisation s health and safety policies and procedures 2. Be able to manage a healthy and safe environment Conduct a risk assessment in own area of operation Produce a risk assessment report with recommendations for improvements to health and safety in own area of operation Plan the implementation of recommendations to health and safety policy in own area of operation, using measurable targets Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to be able to manage a healthy and safe environment as required by a practising or potential middle manager. Unit review date 31/12/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: B8, B10, B11, E6 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Council for Administration (CfA) Business Management Institute of Leadership & Management

25 PAGE 25 Availability for use Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 9 Additional Guidance about the Unit Indicative Content: 1 Health and safety law, civil claims, negligence, HASW Act, Management of Health and Safety at Work Regulations, Role and powers of HSE Workplace (Health Safety and Welfare) Regulations Organising risk assessment procedures, identifying prevention and control measures Accident causation, immediate and root causes, investigating accidents and incidents, producing reports. Recommending prevention and control measures Costs of accidents at work, effects on people and productivity Monitoring health and safety performance, inspection, audits, sampling, safety tours and use of accident statistics Employee consultation, Safety Representatives and Safety Committees Regulations, Health and Safety (Consultation with Employees) Regulations Environmental protection legislation, reusing, reducing and recycling resources, sustainable activities, waste disposal duties 2 Risk assessment and risk assessment reports Implementing the results of risk assessments Action planning and target setting

26 PAGE 26 Title: Managing meetings (M4.30) Level: 4 Credit value: 3 Learning outcomes (the learner will) Assessment criteria (the learner can) 1 Understand different types of meetings and their suitability for different purposes Describe the different types of meetings in the organisation Explain why it is necessary to have different types of meeting 2 Understand how to prepare effectively for a meeting 3 Be able to develop own performance in managing meetings Define the purpose for, and objectives of, a meeting Identify the resources required to support and manage the meeting Explain the reasoning behind who is to be invited to the meeting Justify the information that attendees will be provided with in advance of the meeting Evaluate own ability to be able to chair / lead a meeting gaining feedback from others Identify areas of weakness in own performance when managing meetings Create a personal development plan to improve own performance when managing meetings 4 Be able to follow up and effectively manage actions from meetings Monitor the progress of actions agreed by relevant meeting attendees Manage any personal actions from the meeting to deadlines Evaluate the impact on the organisation of all the actions agreed at the meeting Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to manage meetings as required by a practising or potential middle manager. Unit review date 31/12/2014 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: D2, D6 Assessment requirements or guidance specified by a sector or regulatory body (if

27 PAGE 27 appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Availability for use Council for Administration (CfA) Business Management Institute of Leadership & Management Restricted to ILM Units available from 01/10/2007 Unit guided learning hours 15 Additional Guidance about the Unit Indicative Content: 1 Situations when meetings are/are not appropriate Different types and purposes of meetings (including formal/informal, decisionmaking, informing, instructing, negotiating) 2 Role and responsibilities of chairperson/leader in relation to formal and informal meetings Setting the objectives for a meeting Measures to prepare effectively including consultation, reference to documents and other evidence; preparation of papers/presentations Methods of planning a meeting to achieve particular outcomes (including participants, objective agendas, format and location) Meetings documents, terminology and protocol Ways to encourage contributions, and control digression and conflict to ensure outcomes are achieved within timescale and authority Nature, purpose, style and format of minutes or other records 3 Evaluating own performance in meetings Techniques for collecting and analysing feedback from others Personal SWOT analysis Personal development planning The importance of defining objectives, and deciding whether negotiation is the appropriate measure to take Formal and informal negotiation Importance of listening and other interpersonal skills Ways to identify acceptable outcomes, from the ideal to least acceptable, and their consequences Techniques for influencing others, including non-verbal communication and social skills Assertiveness Levels of power and authority, and the impact on negotiation Negotiation strategy, tactics and behaviour Conflict and its resolution Value systems and other barriers to acceptance The importance of achieving win-win and its effects on long term relationships

28 PAGE 28 4 Methods of ensuring actions are completed as required by the meeting Planning and monitoring of action points of self and others Impact assessment and potential costs and benefits

29 PAGE 29 Title: Managing work analysis (M5.44) Level: 5 Credit value: 3 Learning outcomes 1. Understand the strategic context and purpose of work analysis Assessment criteria 1.1 Explain how work analysis can contribute to continuous improvement within your organisation 1.2 Select an area of work that you are responsible for to conduct a work analysis exercise that will contribute to the achievement of one or more of the organisations strategic objectives 2 Be able to conduct a work analysis to improve organisational performance 2.1 Conduct the work analysis in your selected area of responsibility using an appropriate work analysis method or technique 2.2 Use the outcomes of your work analysis to identify possible improvements that could be made to processes 3 Be able to make decisions based on work analysis outcomes 3.1 Use a formal decision-making technique to identify the outcome that is best able to achieve the strategic objective 3.2 Evaluate the selected outcome for possible consequences for the organisation Additional information about the unit Unit purpose and aim(s) To be able to carry out a work analysis in own area of operation to identify improvements and make decisions that will benefit the organisation. Unit review date Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: F3 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the Council for Administration (CfA) Business Management

30 PAGE 30 subject/sector classification system Name of the organisation submitting the unit Availability for use Institute of Leadership & Management Restricted to ILM Units available from 01/06/ Unit guided learning hours 12 Additional Guidance about the Unit Indicative Content: 1 2 Work analysis as a systematic process of gathering and analysing information about job roles and working practises Outcomes of work analysis, e.g. job descriptions, job specifications, changes in working practises Relationship between work analysis, functional areas, and business processes, e.g. human resources and production and continuous improvement Work analysis and organisation aims and goals Required strategic outcomes or measures are initially defined, e.g. customer requirements, improved productivity, employee satisfaction Work analysis methods and techniques appropriate for a middle manager, including: Competency Modelling Critical Incident Technique (CIT) Job Compatibility Assessment (JCA) Job Diagnostic Survey (JDS) Method Study Qualitative and quantitative data Verifiable and reliable data Definitions of efficiency, effectiveness and productivity 3 Data analysis Data and information Decision-making methods and techniques appropriate for a middle manager, including: Cost-benefit analysis Decision matrix Paired comparison analysis Evaluating decisions to determine possible consequences for the rest of the organisation, e.g. human resources

31 PAGE 31 Title: Analysing and Interpreting Statistics to Inform Management Decisions (M5.23) Level: 5 Credit value: 2 Learning outcomes 1 Understand how to analyse data using a statistical tool Assessment criteria 1.1 Focussing on a complex workplace problem that has existed over a period of time, collect and organise relevant data, using either time series or index numbers 1.2 Apply one appropriate statistical tool to test for possible relationships within the data 2 Be able to interpret results generated from a statistical analysis to inform a management decision 2.1 Use the results generated from your statistical analysis to propose changes to planned activities in your own area of responsibility 2.2 Based on your statistical analysis, implement changes to activities within your area of responsibility Additional information about the unit Unit purpose and aim(s) To develop ability to be able to carry out and use statistical analysis to inform a management decision, as required by a practising or potential middle manager. Unit review date Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Availability for use Council for Administration (CfA) Business Management Institute of Leadership and Management Restricted to ILM

32 PAGE 32 Units available from Unit guided learning hours 10 Additional Guidance about the Unit Indicative Content: Problem finding, problem analysis and problem definition 1 Methods of data collection Time series analysis, including continuous and discrete time series data Methods of presenting data using charts, tables and graphs Correlation, regression and trend analysis Index numbers Exploratory and confirmatory data analysis Univariate, bivariate and multivariate analysis Probability and sampling Distribution theory and standard deviation Chi squared analysis Estimation and significance testing Statistical process control 2 Statistical analysis and decision-making Using statistical analysis as a basis for planning and implementing changes to activities

33 PAGE 33 Title: Managing operations research (M6.09) Level: 6 Credit value: 3 Learning outcomes 1. Be able to conduct operations research in an organisation Assessment criteria 1.1 Define a problem in own area of responsibility, that has arisen out of a need to make better use of available resources 1.2 Establish the objectives for the problem resolution and any specific requirements that must be met in proposing a solution 1.3 Select and justify a specific operations research methodology to resolve the problem, identifying both its strengths and weaknesses in comparison to alternative methodologies 1.4 Collect, validate and analyse data collected from the organisation in order to employ the selected operations research methodology to propose an appropriate solution 2. Be able to interpret the outcomes of operations research 2.1 Recommend improvements to organisational efficiency based on the outcomes of operations research Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to be able to conduct operational research techniques, as required by a practising or potential middle manager. Unit review date Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Links to Management & Leadership 2008 NOS: Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Council for Administration (CfA) Business Management

34 PAGE 34 Name of the organisation submitting the unit Availability for use Institute of Leadership & Management Restricted to ILM Units available from 01/06/2010 Unit guided learning hours 10 Additional Guidance about the Unit Indicative content: 1 2 Operations Research as a scientific approach to problem-solving and decisionmaking Allocating scarce resources, e.g. production planning and scheduling, routing, working capital management Operations Research modelling approach, i.e. problem identification, formulation, analysis, model validation and implementation Range of techniques available, e.g. linear programming, queuing theory, simulation, mathematical programming and optimisation Operations Research analysis and interpretation Using the outcomes of operational research to optimise choices and improve organisational efficiency